Notice bibliographique
Résumé
[ILLUSTRATION OMITTED] General Description Ontario is characterized by its large urban centers in the south, located beside or close to the Great Lakes, surrounded by rural, agricultural areas, and by less-populated areas in the northern part of the province. It contains 12.7 million of Canada's 32.6 million people and covers an area of just under 416,000 square miles. Canada's public elementary and secondary education is a provincial responsibility; there is no national education ministry. Ontario's publicly funded education system has over two million students. There are 1,400,000 elementary and 700,000 secondary students in over 5,000 schools of which 4,002 are elementary and 884 secondary. These schools are administered through 72 boards and 33 school authorities that serve remote or distinct communities. Ontario provides educational services through both public and Catholic schools and school boards. Students in Ontario have an entitlement to education in either of Canada's two official languages, English and French. There are English-language and French-language schools and district school boards. Ontario employs 114,200 teachers--72,200 elementary and 42,000 secondary. Education funding is second only to health care in its share of the Ontario budget. A common curriculum is used from Kindergarten through Grade 12 in the publicly funded education system. The curriculum details the knowledge and skills that students are expected to develop in each subject at each grade level. The government also established provincial standards for student performance at Grades 3, 6, 9, and 10. By defining the curriculum for use by all Ontario teachers, the Ministry sets standards for the entire province. In 1999 a reform unique to Ontario was implemented, the shortening of the secondary program from five years to four years, comprising Grades 9 to 12. Included with this reform was a Grade 10 literacy test that students must pass in order to graduate. Also required are 40 hours of community volunteering activities. Course Review--Year 1 Review process for courses is approximately a three-year process. In Year 1 there are initial consultations with all school boards, faculties of education, other ministries, associations that involve colleges and universities, workplace organizations, subject associations, parents, students, and other stakeholders. There is a technical analysis, literature search and content analysis, and benchmarking against other jurisdictions: Alberta, Australia, British Columbia, New Zealand, and Texas, FLEPPB (French Language Education Policy and Program Branch) and others. Summaries are compiled from all of the data gathered during analysis, then a report is compiled and used as a basis for recommendations for revision. A recommendations report is compiled in conjunction with FLEPPB and presented to the Ministry of Education for approval. A summer writing session is put in place focusing on addressing areas for improvement while maintaining the strengths of the document. Teams are composed of 50 writers from across the province, representing 29 school boards and 4 provincial subject associations (OCTE (Ontario Council for Technology Education), ECOO (Educational Computing Organization of Ontario), ACSE (Association of Computer Science Educators) and SSHEO (Secondary School Hospitality Educators of Ontario). Broad-Based Technologies (BBT) In the mid 90s there was a shift from specialized technology programs to Broad-Based Technologies. Initially, seven Broad-Based Technologies were introduced: Communications Technology, Construction Technology, Health and Personal Services, Hospitality and Tourism, Manufacturing Technology, Technological Design, and Transportation Technology. There was the ability to offer emphasis courses built into the offerings and the opportunity to offer multi-credit courses. A student could take up to three credits (330 hours) in one grade level for any BBT course. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,002 | 0,005 |
| Études des sciences et des technologies | 0,007 | 0,001 |
| Communication savante | 0,003 | 0,002 |
| Science ouverte | 0,002 | 0,002 |
| Intégrité de la recherche | 0,002 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,297 | 0,060 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».